vitamin, mineral, water. create three horizontal columns ... · pdf filepai 3o1/4o1 assignment...
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PAI 3O1/4O1 Assignment 3 NGDHS – S. Kelly
Due Date: Monday 30th October 2017 midnight
Please answer the questions to the best of your ability. Pages 24-31 of the Strength Training text will be
especially useful, but feel free to use other resources if you want.
1. A) Create a 6-column chart containing the following: Carbohydrate, Fat, Protein,
Vitamin, Mineral, Water. Create three horizontal columns for each:
definition/descriptioin/function; examples of sources; energy density.
B) Why is it important to know the energy density of a particular nutrient?
2. State the formula for calculating your Basic Energy Requirement (BER)
3. Calculate your BER. Be sure to base your calculations on the correct energy
level.
4. State the formula for BMI (Body Mass Index) and calculate your BMI.
5. Why is BMI NOT an accurate indication of body fat and body health? ***HINT:
There are two factors considered, and several which are NOT considered… what
are these and why are they important for determining physical health?
6. What is a more effective method for determining body fat percentage / body
composition?
7. What is “glycemic index” and how is it measured?
8. How does knowing a food’s GI help you plan your meals for training and
participating in sports?
9. Find one resource you can use to find the GI of foods you eat.
Nutrition Challenge Questions
10. What are some concerns a student (you or others) may have when undertaking
this challenge for the first time?
11. What are some strategies to use when designing your Nutrition for Performance
Challenge plan / proposal? Explain your answer.
12. PAI 4O1 only: Is it worthwhile participating in the Nutrition for Performance
Challenge, based on your prior experience? Please explain your answer in as
much detail as you can manage.
PAI 3O1/4O1 Assignment 3 NGDHS – S. Kelly
Due Date: Monday 30th October 2017 midnight
K / U
NL
1
2
3
4
Nutrition and
training concepts
Incomplete
Student
demonstrates
little knowledge
of the concepts.
Student
demonstrates
some knowledge of
the concepts.
Student
demonstrates
considerable
knowledge of the
concepts
Student
demonstrates
extensive
knowledge of the
concepts.
T / I
NL
1
2
3
4
Nutrition for
training
Incomplete
Student
demonstrates
little evidence of
thinking skills in
terms of nutrition
for training
Student
demonstrates
some evidence of
thinking skills in
terms of nutrition
for training
Student
demonstrates
considerable
evidence of
thinking skills in
terms of nutrition
for training
Student
demonstrates
extensive evidence
of thinking skills in
terms of nutrition
for training
Basic Energy
requirements, BMI,
and related
concepts
Incomplete Student
demonstrates
minimal evidence
of thinking skills
regarding BER,
BMI, etc
Student
demonstrates
some evidence of
thinking skills
regarding BER,
BMI, etc
Student
demonstrates
considerable
evidence of
thinking skills
regarding BER,
BMI, etc
Student
demonstrates
extensive evidence
of thinking skills
regarding BER,
BMI, etc
C
NL
1
2
3
4
Effectiveness
Incomplete
Student
communicates
with minimal
effectiveness.
Student
communicates with
some
effectiveness.
Student
communicates with
considerable
effectiveness.
Student
communicates with
extraordinary
effectiveness.
A
NL
1
2
3
4
Application of
theoretical
concepts to real
situations
Incomplete
Student applies
theoretical
concepts to real
situations with
little
effectiveness
Student applies
theoretical
concepts to real
situations with
some
effectiveness.
Student applies
theoretical
concepts to real
situations with
considerable
effectiveness.
Student applies
theoretical
concepts to real
situations with
extraordinary
effectiveness.